TY  - GEN
A1  - Staubitz, Thomas
A1  - Wilkins, Christian
A1  - Hagedorn, Christiane
A1  - Meinel, Christoph
T1  - The Gamification of a MOOC Platform
T2  - Proceedings of 2017 IEEE Global Engineering Education Conference (EDUCON)
N2  - Massive Open Online Courses (MOOCs) have left their mark on the face of education during the recent years. At the Hasso Plattner Institute (HPI) in Potsdam, Germany, we are actively developing a MOOC platform, which provides our research with a plethora of e-learning topics, such as learning analytics, automated assessment, peer assessment, team-work, online proctoring, and gamification. We run several instances of this platform. On openHPI, we provide our own courses from within the HPI context. Further instances are openSAP, openWHO, and mooc.HOUSE, which is the smallest of these platforms, targeting customers with a less extensive course portfolio. In 2013, we started to work on the gamification of our platform. By now, we have implemented about two thirds of the features that we initially have evaluated as useful for our purposes. About a year ago we activated the implemented gamification features on mooc.HOUSE. Before activating the features on openHPI as well, we examined, and re-evaluated our initial considerations based on the data we collected so far and the changes in other contexts of our platforms.
KW  - MOOC
KW  - Gamification
KW  - e-learning
KW  - Massive Open Online Courses
Y1  - 2017
SN  - 978-1-5090-5467-1
U6  - https://doi.org/10.1109/EDUCON.2017.7942952
SN  - 2165-9567
SP  - 883
EP  - 892
PB  - IEEE
CY  - New York
ER  - 
TY  - GEN
A1  - Renz, Jan
A1  - Shams, Ahmed
A1  - Meinel, Christoph
T1  - Offline-Enabled Web-based E-Learning for Improved User Experience in Africa
T2  - 2017 IEEE Africon
N2  - Web-based E-Learning uses Internet technologies and digital media to deliver education content to learners. Many universities in recent years apply their capacity in producing Massive Open Online Courses (MOOCs). They have been offering MOOCs with an expectation of rendering a comprehensive online apprenticeship. Typically, an online content delivery process requires an Internet connection. However, access to the broadband has never been a readily available resource in many regions. In Africa, poor and no networks are yet predominantly experienced by Internet users, frequently causing offline each moment a digital device disconnect from a network. As a result, a learning process is always disrupted, delayed and terminated in such regions. This paper raises the concern of E-Learning in poor and low bandwidths, in fact, it highlights the needs for an Offline-Enabled mode. The paper also explores technical approaches beamed to enhance the user experience inWeb-based E-Learning, particular in Africa.
KW  - Educational Technology
KW  - E-Learning
KW  - Internet
KW  - Bandwidth
KW  - Mobile Learning
KW  - Mobiles
KW  - MOOC
KW  - Offline-Enabled
KW  - Ubiquitous
Y1  - 2017
SN  - 978-1-5386-2775-4
U6  - https://doi.org/10.1109/AFRCON.2017.8095574
SN  - 2153-0025
SP  - 736
EP  - 742
PB  - IEEE
CY  - New York
ER  -